Grade 5 Science Next Gen Standards

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment.

Support an argument that plants get the materials they need for growth chiefly from air and water.

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.

Engineering Design

Earth's Systems

Space Systems: Stars and the Solar System

Structure and Properties of Matter

Matter and Energy in Organisms and Ecosystems

Develop a computational model of a system that shows changes in output when there are changes in inputs.

Describe the steps taken and choices made to design and develop a solution using an iterative design process.

Collect digital data related to a real life question or need.

Visualize a simple data set in order to highlight relationships and persuade an audience.

Decompose a problem into smaller named tasks, some of which can themselves be decomposed into smaller steps.

Identify and name a task within a problem that gets performed multiple times while solving that problem, but with slightly different concrete details each time.

Compare two or more algorithms and discuss the advantages and disadvantages of each for a specific task

Identify pieces of information that might change as a program or process runs.

Develop algorithms or programs that use repetition and conditionals for creative expression or to solve a problem.

Explain each step of an algorithm or program that includes repetition and conditionals for the purposes of debugging.

Explain why different types of information might need to be protected.

Describe common safeguards for protecting personal information.

Describe trade-offs between allowing information to be public and keeping information private and secure.

Model and explain the purpose of simple cryptographic methods.

Explain suspicious activity of applications and devices.

Type on a keyboard while demonstrating proper keyboarding technique.

Select appropriate digital tools to communicate and collaborate while learning with others.

Conduct and refine advanced multicriteria digital searches to locate content relevant to varied learning goals.

Use a variety of digital tools and resources to create and revise digital artifacts.

Identify common features of digital technologies.

Describe persistence of digital information and explain how actions in online spaces can have consequences.

Identify and describe actions in online spaces that could potentially be unsafe or harmful.

Describe computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.

Explain how laws impact the use of computing technologies and digital information.

Explain current events that involve computing technologies.

Explain who has access to data in different digital spaces.

Explain how computer systems play a role in human decision-making.

Identify and explain ways to improve the accessibility and usability of a computing device or software application for the diverse needs and wants of users.

Identify a diverse range of role models in computer science.

Propose improvements to the design of a computing technology based on an analysis of user interactions with that technology.

Model how computer hardware and software work together as a system to accomplish tasks.

Determine potential solutions to solve hardware and software problems using common troubleshooting strategies.

Model how data is structured to transmit through a network.

Describe that data can be stored locally or remotely in a network.

Computational Thinking

Cybersecurity

Digital Literacy

Impacts of Computing

Networks & System Design

combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment

assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks

understand the relationship between physical activity and the prevention of illness, disease, and premature death

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

understand how working contributes to a quality living environment

Students will understand and be able to manage their personal and community resources.

work constructively with others to accomplish a goal in a group activity, demonstrating consideration for others involved

demonstrate personal and social skills which enhance personal health and safety

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

develop and implement a personal fitness plan based on self-assessment and goal setting, understand physiological changes that result from training, and understand the health benefits of regular participation in activity

demonstrate the ability to locate physical activity information, products, and services

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

demonstrate the ability to work cooperatively when advocating for healthy individuals, families and schools

should be informed consumers, aware of the alternatives available to them within their communities for physical activity and should be able to evaluate facilities and programs available

apply principles of food safety and sanitation

demonstrate the ability to access community health services for prevention, illness, and emergency care.

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals

know the basics of managing a safe and healthy home

analyze the multiple influences which affect health decisions and behaviors.

are able to budget their time and money

understand the need for personal involvement in improving the environment.

develop skills of cooperation and collaboration, as well as fairness, sportsmanship, and respect for others

identify their own abilities and interests as possible guides to career choice.

demonstrate the principles of safe and healthy child care

analyze how media and technology influence the selection of health information, products and services

know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources

integrate knowledge of basic body systems with an understanding of the changes that accompany puberty

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

understand the role of physical activity, sport, and games as a balance between cooperative and competitive behaviors and as a possible arena in which to develop and sharpen leadership and problem solving skills, and understand the physical, emotional, and social benefits of participation in physical activities.

know some career options in the field of physical fitness and sports.

recognize the mental, social, and emotional aspects of good health

understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, and recreational pursuits

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

apply decision making process to dilemmas related to personal health.

distinguish between valid and invalid health information, products and services

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

use age-appropriate techniques to select and maintain clothing.

apply prevention and risk reduction strategies to adolescent health problems

demonstrate competency in a variety of physical activities (games, sports, exercises) that provide conditioning for each fitness area

develop leadership, problem solving, cooperation, and team work by participating in group activities.

understand how the family can provide for the economic, physical, and emotional needs of its members

understand the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions, and recognize the importance of safe physical conditions (equipment, facilities) as well as the emotional conditions essential for safety

recognize the need to be an advocate for family and community health

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

recognize how cultural beliefs influence health behaviors and the use of health services

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

demonstrate the necessary knowledge and skills to promote healthy adolescent development

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

3-5. Engineering Design

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Performance Expectations

Crosscutting Concepts

Scale, Proportion, and Quantity

Standard units are used to measure and describe physical quantities such as weight, and volume. (5- ESS2-2)

Systems and System Models

A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

Science Addresses Questions About the Natural and Material World

Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth's Surface Processes

Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5- ESS2-2)

ESS3.C: Human Impacts on Earth Systems

Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

Science and Engineering Practices

Developing and Using Models

Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking

Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

5. Space Systems: Stars and the Solar System

Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Performance Expectations

5. Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Performance Expectations

Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

5. Matter and Energy in Organisms and Ecosystems

Support an argument that plants get the materials they need for growth chiefly from air and water.

Performance Expectations

Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.

Crosscutting Concepts

Systems and System Models

A system can be described in terms of its components and their interactions. (5-LS2- 1)

Energy and Matter

Matter is transported into, out of, and within systems. (5-LS1-1)

Energy can be transferred in various ways and between objects. (5-PS3-1)

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)

Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants’ parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

PS3.D: Energy in Chemical Processes and Everyday Life

The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

Science and Engineering Practices

Developing and Using Models

Use models to describe phenomena. (5-PS3-1)

Develop a model to describe phenomena. (5-LS2-1)

Engaging in Argument from Evidence

Support an argument with evidence, data, or a model. (5-LS1-1)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science explanations describe the mechanisms for natural events. (5-LS2-1)

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances the total amount of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances

Performance Expectations

Support an argument that the gravitational force exerted by Earth on objects is directed down.

Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the Sun.

Crosscutting Concepts

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (5-PS1-4)

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-PS1-1)

Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5-PS1-2),(5- PS1-3)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (5-PS1-2)

Disciplinary Core Ideas

PS1.A: Structure and Properties of Matter

Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1)

(NYSED) The total amount of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

PS1.B: Chemical Reactions

When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)

No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5- PS1-2)

Science and Engineering Practices

Developing and Using Models

Develop a model to describe phenomena. (5- PS1-1)

Planning and Carrying Out Investigations

Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Using Mathematics and Computational Thinking

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

Crosscutting Concepts

Patterns

Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (5-PS2- 1)

Scale, Proportion, and Quantity

Natural objects exist from the very small to the immensely large. (5-ESS1-1)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ESS1.B: Earth and the Solar System

The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

PS2.B: Types of Interactions

The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

Science and Engineering Practices

Analyzing and Interpreting Data

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from Evidence

Support an argument with evidence, data, or a model. (5-PS2-1),(5-ESS1-1)

5. Structure and Properties of Matter

NY State State Grade 4 Science Standards

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.

Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, and aesthetics, as well as possible social, cultural or environmental impacts.

Given data (from a computer simulation) describe the impact of proposed solutions to a complex real world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

se mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

HS. Structure & Properties of Matter

Engineering Design

HS. Waves & Electromagnetic Radiation

HS. Energy

HS. Forces & Interactions

Earth & Space Science: Space Systems

Identify the impact of a given solution to a complex real-world problem.

Identify a solution, from those provided, to a complex real world problem based on given criteria and/or constraints.

Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.

Given a major global challenge, identify the criteria or constraint for the given solution that best accounts for societal needs or wants.

Given spectral data (e.g. absorption or emission spectra), identify the data that provides evidence of the presence of an element in a sample of matter, or identify an element in a sample of matter by interpreting spectral data, or identify spectral data that provides evidence of motion relative to Earth (away from or towards) for a distant star or galaxy.

Use mathematical models, patterns, or given ray diagrams to determine the relative size, and/or location of the image and/or focal length for a lens or mirror, or given HS-PS4-6 and focal lengths for lenses and mirrors. objects, and focal lengths of lenses and mirrors. length. information or ray diagrams, identify the type of lens or mirror and the type of image formed.

Given information about a technological device, identify a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.

Identify the claim from those provided that describes an effect that electromagnetic radiation of a given frequency or range of frequencies and/or wavelengths has when absorbed by matter.

Identify a phenomenon from those given that is best described by the wave and/or particle model of electromagnetic radiation.

Identify given transmission data or storage data as being either analog or digital.

Draw a model of a wave with given characteristics or identify the characteristics of a given wave traveling and transferring energy in a medium (period, frequency, wavelength, amplitude, speed, and/or type), or identify the change in characteristics of a wave as the wave hits a boundary.

Given a description and/or schematic diagram of a circuit, identify the direction of the conventional current in the circuit, or given a description and/or data of a circuit, identify the corresponding schematic diagram for the circuit, or given a description of, schematic diagram of, and/or data for a series or parallel circuit, use evidence to support the identification of the circuit, or given a schematic diagram, description of information about, and/or data for a simple circuit, determine the potential difference, current, resistance, power, or energy of the circuit.

Given a model or information about two objects interacting through an electric field, use a cause and effect relationship to qualitatively identify how changes to the charges or position of these charged objects change the energy of the system due to the interaction, or given a model or information about two objects interacting through an electric field, use a mathematical representation to describe the change in electric potential energy when the position of the object in the electric field changes, or given a model or information about a magnet, draw the magnetic field or identify the relative strength and/or direction of the magnetic field around the magnet.

Given information involving two components of different temperatures combined within a closed system, relate the energy transferred to the temperature change, mass, or specific heat for one of the components in the system, or given information involving the change in energy of an object, determine the energy change, temperature change, mass, or specific heat of the object.

Given a device or model of a device that converts one form of energy into another form of energy, identify the design variables and/or the energy transformations.

Given a model and/or information, identify the form(s) of energy associated with motion of and/or relative position of particles (objects).

Given a model or information for a macroscopic object, calculate the kinetic energy, change in gravitational potential energy, spring potential energy, work, or power associated with a macroscopic object.

Identify the cause and effect relationship between an electric current and a magnetic field in a system.

Given data, information, or a model, draw or identify the direction, with or without the magnitude, of the gravitational force(s) or field, or electrostatic force(s) or field, or determine the magnitude of the gravitational force(s) or field, or electrostatic force(s) or field.

Identify a device from those provided that reduces the force on a macroscopic object during an interaction, or identify an explanation from those provided for how a given device reduces the force on a macroscopic object

Given data and/or a model, use a mathematical representation for momentum to identify the mass, or the momentum (with or without direction), or the velocity/speed of an object.

Identify the data or information that supports the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and/or its acceleration, or identify the data or information that supports a prediction or explanation of a macroscopic object’s motion for an object acted upon by balanced or unbalanced force(s).

Given a model or data, identify, from the choices provided, evidence to support that energy is released during a nuclear process.

Given data (from a computer simulation) identify the impact of a proposed solution to a complex real world problem, or the impact on an interaction within or between two systems relevant to the problem.

Describe a solution to a complex real world problem based on given criteria and constraints.

Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.

Given a major global challenge, describe the qualitative or quantitative criteria or constraint for the given solution that best accounts for societal needs or wants.

Compare spectral data obtained from astronomical evidence to determine the presence of elements that make up distant stars and galaxies, or compare spectral data obtained from astronomical evidence to determine the motion relative to Earth (away from or towards) for distant stars and/or galaxies.

Use mathematical models or given ray diagrams to identify the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.

Given information about a technological device, support or refute a claim that explains a principle of wave behavior and/or wave interactions with matter that is used to transmit and/or capture information and/or energy.

Given a claim, identify the evidence to support the claim about an effect electromagnetic radiation of a given frequency or range of frequencies and/or wavelengths has when absorbed by matter.

Given information about a phenomenon, identify the evidence that supports a claim about the model which best describes the phenomenon.

List the advantages or disadvantages of using a digital transmission and/or storage of information.

Use words, diagrams, and/or graphs to represent the mathematical relationships among the period, frequency, wavelength, and/or speed of waves in a medium, or use mathematical relationships to determine the direction of a wave as the wave hits a boundary (reflection and/or refraction), or given data, model(s), and/or a mathematical representation, compare the phase of points at positions on the wave or the relative amount of energy transferred due to amplitude or frequency, or determine the amount of energy transferred due to the frequency of electromagnetic radiation (photon).

Given a schematic diagram, description of, and/or data for a circuit (simple, series, or parallel), identify a pattern among the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component, or apply a pattern to determine the potential difference, current, resistance, power, or energy of the circuit or an individual circuit component.

Given a model or information about two objects interacting through an electric field, use a mathematical representation to determine the charge on an object or the potential difference when the position of the object in the electric field changes, or given a model or information about two objects interacting through magnetic fields, draw the magnetic force or magnetic field, or identify the relative strength and/or direction of the magnetic force or magnetic field.

Given data from an investigation or information involving two components of different temperatures combined within a closed system, use mathematical representations to determine the mass, specific heat for one component in the system, or the change in temperature of one component in the system.

Given a device or a model of a device that converts one form of energy into another form of energy, evaluate the energy output and the energy input or propose a refinement to improve efficiency, or given two or more devices or models of devices that convert one form of energy to another form of energy, evaluate the energy output for the same energy input.

Given a model and/or information, predict energy transfers associated with the motion and relative position of particles (objects).

Given a model or information (e.g., kinetic energy, change in potential energy, work, or power) for a macroscopic object, calculate a physical quantity (e.g., mass, speed, change in height, spring constant, etc.) associated with that form of energy for the macroscopic object.

Given experimental data or information, identify the evidence that supports the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.

Given data and/or model(s), describe how factor(s) affect the gravitational or electrostatic force(s) acting on two objects, or describe how factor(s) affect the gravitational or electrostatic field between two objects.

Use an algebraic representation to describe how a given device affects the force, time, change in momentum, and/or change in velocity of a macroscopic object during an interaction.

Given data and/or a model, use a mathematical representation to determine the total momentum, with or without direction, of a system of objects before or after an interaction when there is no net force on the system.

Analyze and/or interpret data for an object acted upon by balanced forces by applying the mathematical relationships described in Newton’s Laws of Motion to quantify the force(s) acting on a macroscopic object, or determine the net force acting on the object, the mass, or acceleration of the object, or analyze and/or interpret data for an object acted upon by balanced forces using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the balanced forces act on a macroscopic object.

Given a model or data, explain why energy is released during a nuclear process, or given a model or data, relate the difference in nuclear mass to the energy released (binding energy) in a nuclear process.

Given data (from a computer simulation) describe the impact of proposed solutions to a complex real world problem with limited criteria and constraints on interactions within and/or between systems relevant to the problem.

Identify a solution to a complex real-world problem based on prioritized criteria and/or trade-offs (positives and negatives) for a range of constraints, such as cost, safety, reliability, and aesthetics, as well as possible social, cultural or environmental impacts.

Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.

Analyze a major global challenge to specify qualitative or quantitative criteria and constraints for solutions that account for societal needs and wants.

Evaluate one or more explanations for the composition of matter in the universe based on astronomical evidence of light spectra, or using given spectral data from distant stars and/or galaxies, explain how Doppler shift provides evidence for relative motion away from or towards Earth.

Use mathematical models and/or ray diagrams to describe the patterns in the change in size and/or location of an image for an object at two or more positions for a lens or mirror with a given focal length.

Given information about a technological device, explain how the device uses a principle of wave behavior and/or wave interactions with matter to transmit and capture information and energy

Support or refute a given claim, using scientific and/or technical information, that describes the effect(s) that a frequency or range of frequencies and/or wavelengths of electromagnetic radiation have when absorbed by matter.

Given information, support or refute a claim regarding the use of the wave model or the particle model for electromagnetic radiation to describe a phenomenon.

Evaluate a question about an advantage and/or disadvantage of using a digital transmission and/or storage of information.

Given data, model(s), and/or a mathematical representation, determine the period, frequency, wavelength, or speed of a wave or electromagnetic radiation (photon) traveling and transferring energy in a medium, or use mathematical relationships and a ruler and protractor to construct the reflected and/or refracted ray(s) to show the direction of a wave as it hits a boundary, or determine the index of refraction.

Given a description, information, and/or data for an unspecified series or parallel circuit, draw the corresponding schematic diagram, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component, or given a schematic diagram, description of, and/or data for a series or parallel circuit, use mathematical relationship(s) to describe what happens to the potential difference, current, resistance, power, and/or energy of the circuit or an individual circuit component when change(s) are made to the circuit.

Complete a model of two objects interacting through electric or magnetic fields to show the changes in energy of the objects due to the interaction, or given a model of two objects interacting through an electric field, explain why or show how the energy stored in the electric field changes when the position of the object(s) changes, or given a model of an object(s) interacting through a magnetic field, explain why or show how the magnetic force, magnetic field, and/or energy stored in the magnetic field changes when the position of the object(s) changes.

Given data from an investigation involving the combination of two components of different temperatures within a closed system, explain how the data provides evidence to support that thermal energy is transferred between the objects in the system, which results in a more uniform energy distribution among the components in the system, or use mathematical thinking to determine or describe the amount of thermal energy transferred by each component within the system, or complete a plan for an investigation that would provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system, or given a plan, conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system.

Evaluate and/or refine a given device that converts one form of energy into another form of energy in order to meet given constraints, or given a device or a model of a device that converts one form of energy into another form of energy, calculate the device’s efficiency.

Revise or complete a model(s) to illustrate that energy at the macroscopic scale is a combination of energies associated with the motion of and relative position of particles (objects).

Given a model or information for a system, calculate the energy change for the system and/or a physical quantity associated with an energy transformation within the system.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, or given a plan, conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current, or given a description of an investigation, evaluate if the investigation will provide evidence to support the claim that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current, or revise or complete a plan for an investigation that would provide evidence that an electric current can produce a magnetic field or that a changing magnetic field can produce an electric current.

Using mathematical representations of Newton’s Law of Gravitation or Coulomb’s Law, describe and/or predict the gravitational force(s) or field, or electrostatic force(s) or field associated with an object or a system of two objects, or describe and/or predict the magnitude of the factor(s) that result in the given forces or fields.

Apply scientific and engineering ideas to design a device that reduces the force on a macroscopic object during a collision and explain how this device reduces the force, or given the design of a device that minimizes the force on a macroscopic object, apply scientific and engineering ideas to describe how this device can be refined to reduce this force, or given data for a mechanism designed to minimize the force on a macroscopic object, evaluate the effectiveness of the mechanism based upon given constraints.

Given data and/or a model, use a mathematical representation for the conservation of momentum to determine the mass and/or velocity of an object before or after an interaction between two objects when there is no net force on the system.

Analyze and/or interpret data for an object acted upon by unbalanced force(s) by applying the mathematical relationships described in Newton’s Laws of Motion to determine the net force acting on the object, the mass, or the acceleration of the object, or analyze and/or interpret data for an object acted upon by unbalanced force(s) using mathematical representations (kinematics) to determine quantities describing motion (with or without direction) including the acceleration, velocity, displacement of a macroscopic object, or time that the unbalanced force(s) act(s) on a macroscopic object.

Complete a model that demonstrates the release of energy during fission, and/or fusion, and/or radioactive decay, or use model(s), data, and/or information to compare the scale of energy released during a nuclear process to other kinds of energy transformations.

Use a computer simulation to model the impact of proposed solutions to related complex real world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.

For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each subproblem.

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies, that account for societal needs and wants.

Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and of the composition of matter in the universe.

Use mathematical models to determine relationships among the size and location of images, size and location of objects, and focal lengths of lenses and mirrors.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model (quantum theory), and that for some situations one model is more useful than the other.

Evaluate questions about the advantages of using a digital transmission and storage of information.

Use mathematical representations to support a claim regarding relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy (amplitude, frequency) in various media.

Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system

Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Use a computer simulation to model the impact of proposed solutions to related complex real world problems with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. Explain how these solutions affect society and the environment.

For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each subproblem.

Evaluate two or more major global challenges to specify qualitative and quantitative criteria and constraints for solutions, which could include new technologies, that account for societal needs and wants.

Construct, evaluate, and revise an explanation to support the connection between electromagnetic radiation and the composition of matter in the universe, or construct, evaluate, and revise an explanation to support the connection between spectral data, Doppler shift, and motion relative to Earth (away from or towards) for distant stars and galaxies.

Use mathematical models, including ray diagrams, to determine relationships among the size and location of images, size and location of objects, and focal lengths for lenses and mirrors

Communicate technical information to evaluate the effectiveness and reliability of a technological device that uses principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Gather and evaluate the validity and reliability of various scientific sources. Formulate a valid claim on the effects that different frequencies of electromagnetic radiation have when absorbed by matter, citing evidence from these sources.

Using multiple sources of evidence and scientific reasoning, construct and evaluate a claim that for some situations one model of electromagnetic radiation (wave or particle) is more useful than the other.

Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information using multiple sources of scientific and technical information.

Plan and conduct an investigation and use mathematical representations to evaluate claims regarding the relationships among the period, frequency, wavelength, and speed of waves traveling and transferring energy in various media.

Perform statistical analysis on multiple data sets in order to make and support a claim about Ohm’s Law and the mathematical relationship among the potential difference, current, and resistance of an electric circuit.

Develop and use multiple types of models of two or more objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperatures are combined within a closed system, results in a more uniform energy distribution among the components in the system. Analyze and interpret the data to verify the second law of thermodynamics. Evaluate the limitations on the precision of the data and inherent uncertainties in the investigation.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy, and explain how a similar device could be used to solve a real-world problem using student-generated sources of evidence.

Develop and use multiple models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects), and revise the models to reflect one or more changes in system parameters.

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known, and apply the model to real-world data to evaluate the limitations of the model.

Plan and conduct an investigation to provide evidence that changes in specific physical quantities qualitatively affect the magnetic field produced by an electric current and the electric current produced by a changing magnetic field.

Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to compare the magnitudes and directions of the gravitational and electrostatic forces, and predict changes in those forces when more than one variable is changed.

Apply scientific and engineering ideas to design and build a device that minimizes the force on a macroscopic object during a collision and analyze the forces acting on the object during the collision, and use this analysis to refine the device to further minimize the force of impact during the collision.

Collect and analyze data and use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Plan and conduct an investigation to support a claim that describes the mathematical relationships among the net force on a macroscopic object, its mass, and its acceleration, and make predictions using the results of the investigation by applying Newton’s Laws of Motion.

Develop and use models to demonstrate the scale of energy released during nuclear processes including fission, fusion, and radioactive decay.